ABSTRACT
This study examined the influence of qualified teachers on students performance of secondary school in agricultural science in Jalingo Education Zone Taraba State Nigeria. In this study five question and two hypotheses were develop frequency comp and percentages was used to analysed the table, the result from the analysis shows, that teacher qualities has strong influence in academic achievement of senior secondary students, significant relationship exist between teachers years of experience students academic performance is economic and it was recommend that there is need for quality planning quality assurance mechanism  needs to be implemented for continuous monitoring of each public secondary school among others.
Abstract
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organization of the Study
Chapter Two: Review of Literature
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration
Chapter Four: Data Presentation and Analysis
4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses
Chapter Five: Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
QUESTIONNAIRE
 
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
It is imperative to enunciate the nature and trend of educational progress in any developing country. Education is a systematic intellectual and moral training, geared towards obtaining knowledge, development of character and also mental development that will ensure human survival. This becomes a reality through effective teaching and learning. The performance of students in school greatly depends on the ability and capacity of the prospective teachers and the school administration.
Hence, an efficient, reliable and courteous teacher equipped with professionalism, creative imagination, costly ingenuity and depth of experience is a necessity for optimal performance in the 21st century.
The differential scholastic achievement of students in Nigeria has been and is still a source of concern and research interest to educators, government and parents. This is so because of the great importance that education has on the national development of the country. All over the country, there is a consensus of opinion about the fallen standard of education in Nigeria (Adebule, 2004). Parents and government are in total agreement that their huge investment on education is not yielding the desired dividend. Teachers also complain of students’ low performance at both internal and external examination. The annual releases of Senior Secondary Certificate Examination results (SSCE) conducted by West African Examination Council (WAEC) justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects.
The National Policy of Education states, “No Education system can rise above the quality of teachers in the system” (Fgn, 2006). Orgunsaju (2004), states that the academic standard in all Nigerian educational institutions has fallen considerably below societal expectations. Blumende (2001), corroborated this view when he reported that the decline in the quality of education cannot be ignored by anyone who is aware of the significant role of education as an instrument of societal transformation and development.
There is a need to focus on teachers’ adequacy and competency in respect to their pedagogical practices and strategies and mastery of the curriculum and subject content (Chall & Popp, 1990; Stuart, 2004; Rodgers, 2001). In support of the aforementioned scholars, Ekwesili (2006), institutionalized the Private Public Partnership (PPP) and School Based management Committee (SBMC) to manage secondary education and to promote school effectiveness since students’ success depends on the amount of learning that takes place in the classroom and other related how effective and efficient the teacher performs in schools. Ijaiya (1998), concurred and opined that improving the quality of the teaching force in schools is seen as the key to raising student achievement. Thus, raising educational standards should be the government’s number one priority. Similarly, Lassa (2000), and Guga (1998), claimed that education cannot be provided by just anybody, it requires a teacher who plans and delivers the lessons or instruction in such a way that objectives can be achieved. An uncertified teacher cannot prepare students for WASCE/GCE because it is unlikely that they could pass. Corroborating this,,. Owolabi (2007), stated that government should find all possible means to retain veteran and experienced teachers who are still willing to serve so that they can contribute their wealth of experience to improving the system. The Baguada Seminar Reports on Quantities and Qualities in Nigerian Education (NERC, 1980) as cited by ESA, (2005) also shared the consensus that teachers are the main determinants of quality in education: If they are apathetic, uncommitted, uninspired, lazy, unmotivated, immoral, and anti-social, the whole nation is doomed. If they are ignorant in their disciplines and thus impart wrong information, they are not only useless but dangerous. Therefore, the kind of teachers trained and posted to schools may well determine what the next generation will be like. Based on the aforementioned statement, this study examined the relationship between the quantity and quality of teachers/the relationship between the quality and quality of teachers/principals and students’ academic performance in Agricultural science.
Abraham and Keith (2006), used a questionnaire as the basis for constructing an index of school effectiveness. Their findings revealed that teachers were the key drivers of internal school conditions for effectiveness, development and school change. Ibitoye (2003), discovered that there is a significant relationship between enrolment, utilization of classrooms provided for teachers, the teaching of learning activities and students academic performance. In the same way, Akpofure and N’dipu, (2000), reported the need for schools to maintain a manageable carrying capacity in utilization of classrooms, libraries and laboratories for effective teaching and learning. To them, this will pave the way for quality assurance in schools. A similar study by Aduwa (2004), on determinants of students’ academic success, reported that a student’s home environment, their cognitive abilities, self-esteem, self-concept, (2005), contended that the provision of all these factors may not have significant principals, teachers and other school teams. Also Ehrenberg and Brewer 1995), and Ferguson (1991) asserted that students learn more from teachers with strong academic skills. According to these researchers, teachers’ assignments depend on their qualification of the subject (s) being taught. Middle and high school students learn more from teachers who hold Bachelor’s or Master’s degrees in the subjects they teach and from experienced teachers than they do from less experienced ones (Darling-Hammond, 2000).
In a study on human resource and organizational achievement, Egungun (1992) found that the placement of only the right employees in the right jobs, at the right time and places assist greatly in attainment of organizational set goals and objectives.
Different studies showed that the most important resource input in the school is teacher quality (TQ) that predicts student achievement. The economists, who measure the effect of TQ on student learning and achievement, provide evidence of the importance of teaching. Researchers look for he teachers’ effectiveness as a determining factor for student achievement. An effective teacher will have students with a good test score. In this way, the researchers isolate the effect of TQ from that of other factors that may affect student achievement.
TQ has an important role in student achievement as Goldhaber (2003) stated that:
Teachers clearly play an important role in shaping the future of individuals as well as of entire generations and in recent years, new research has demonstrated the dramatic effect that teachers can have on the outcomes of students from all academic and social backgrounds.
The annual release of SSCE results conducted by the WAEC justified the problematic nature and generalization of poor secondary school students’ performance in different school subjects including Agricultural science. In the just concluded SSCE examination, WAEC made known that only 20% of students passed five (5) compulsory subjects. Adebule (2004), stated that all over the country, there is a consensus of opinion about the fallen standard of education in Nigeria. Parents and Government are in total agreement that their huge investment on education is not yielding the desired dividend. Morakinyo, (2003) believe that the falling standard of academic achievement is attributable to teachers’ non use of verbal reinforcement.
The overall aim of this study is to examine the influence of qualified teachers on students performance of secondary school in agricultural science in Jalingo Education Zone Taraba State Nigeria. Hence, the study will be channeled to the following specific objectives;
1.    Find out if there is any significant relationship between teachers educational qualification and effective teaching of Agricultural science.
2.    Discover whether available Agricultural science teachers possesses the educational qualification required for teaching the subject.
3.    Examine the extent teachers qualification influences students’ comprehension and retention in Agricultural science.
4.    Determine whether Agricultural science teachers qualification is a significant determinant of students  academic performance .
a)    Is there any significant relationship between teachers educational qualification and effective teaching of Agricultural science?
b)    Does the available available Agricultural science teachers possesses the educational qualification required for teaching the subject?
c)    What is the extent teachers qualification influences students’ comprehension and retention in Agricultural science?
d)    Does Agricultural science teachers qualification a significant determinant of students  academic performance ?
H01: There is no significant relationship between teachers educational qualification and students academic performance in Agricultural science.
Ha: There is a significant relationship between teachers educational qualification and students academic performance in Agricultural science.
The findings of the research work will be of help to teachers, students, school management and educational planners as well as the entire society. It will guide the school management on what qualities and qualifications to look for in recruiting facilitators. It will also give teachers an insight into what is expected of them. Also, these findings can be used to guide educational planners about the need for qualified Agricultural science teachers to facilitate effective teaching and learning in secondary schools.
The research study will look at the influence of qualified teachers on students performance of secondary school in agricultural science in jalingo education zone taraba state nigeria. Because of time constraint, This study will be delimited to the research design in the five (5) randomly selected secondary schools in Jalingo Education Zone Taraba State Nigeria.
In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.
The following terms were define according to the circumstances of their usage.
Teacher Qualification:
This refers to the level of academic achievement of a teacher beginning from the level of teachers training to the level of in-service training.
Student Performance:
This refers to the ability and capacity of the student to achieve an educational aim.
Teacher Education:
This refers to a means through which prospective teachers are trained to teach.
Human Resources Management:
It is a means of supervising, directing and controlling the numbers of people who have skills, educational and experience that are critical for the socio-economic development of a country.
Educational Planning:
This is a proposed intention at achieving educational aims and improving teaching and learning.
This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study.